Teaching the Fair Debt Collection Practices Act to Legal and Ethical Environment of Business Undergraduate Students Through a Role-Play Experiential Learning Exercise

2017 ◽  
Vol 34 (2) ◽  
pp. 207-240
Author(s):  
Konrad S. Lee ◽  
Matthew I. Thue
Keyword(s):  
Experiential Learning ◽  
Undergraduate Students ◽  
Role Play ◽  
Ethical Environment ◽  
Collection Practices ◽  
Debt Collection

scholarly journals Regulatory Arbitrage and Non-Judicial Debt Collection in Central and Eastern Europe - Tax Sheltering and Potential Money Laundering

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Catalin-Gabriel Stanescu ◽  
Camelia Bogdan
Keyword(s):  
Eastern Europe ◽  
Money Laundering ◽  
Central And Eastern Europe ◽  
Regulatory Arbitrage ◽  
Legal Provisions ◽  
Regulatory Standards ◽  
Debt Collectors ◽  
Illegal Activities ◽  
Collection Practices ◽  
Debt Collection

AbstractNon-judicial recovery of debts is now rampant in Central and Eastern Europe (CEE). The reason is two-fold. On the one hand, the significant number of defaults in the poorer areas of Europe makes the CEE region a very attractive market for debt-collection. On the other hand, the activity is almost entirely unregulated, especially regarding abusive debt collection practices. The CEE region still lacks mature, strong, and experienced supervisory agencies that could tackle borderline activities. This enables companies involved in debt collection to comply easily with the minimal legal provisions and to circumvent the actual purpose of the law, including through tax sheltering and money laundering. The main argument developed in the paper is that the debt collection system it is designed to maximize profits, minimize tax base and, potentially, can serve as money laundering mechanism. The system functions in a triadic relationship: the debt-seller (a credit institution), the debt-buyer (usually an investment company), and the debt-administrator (a debt-collection agency, either fully owned by, or under the control of the debt-buyer), where debt portfolios are purchased at huge discounts (varying between 90 and 95% of face value). By revealing the mechanism used by debt-collectors, the paper calls for legislative intervention to seal the gap and ensure adequate taxation of debt-collection activities. The nature of regulatory arbitrage involved relates both to tax law as well as to regulatory standards, such as licensing requirements. Debt buyers benefit from the EU passport rule, make high returns on their 'investments' and optimize their taxes on profits obtained. Debt administrators perform their activity at almost no liability and no tax payable to the state. This mechanism creates favorable premises for money laundering and financing of illegal activities, as the web of offshore companies behind the debt-buyer renders the verification of the origin of their investment money extremely difficult. Using Romania as a case study, the paper addresses not only the aforementioned practices and risks, but also the potential reasons behind the state's inability either to adopt adequate legislation, or to enforce it. In doing so, the paper employs empirical evidence regarding the activity of ten Romanian debt collection agencies and relevant case law thereof. The paper concludes with the authors' proposal for a potential solution, which can be extended beyond Romania.

The Legislative Decision-Making Process

1982 ◽  
Vol 32 ◽  
pp. 7-8
Author(s):  
Richard DeGraw ◽  
Bette F. DeGraw
Keyword(s):  
Decision Making ◽  
American Indians ◽  
Undergraduate Students ◽  
Community Organization ◽  
Role Play ◽  
The Political ◽  
Decision Making Process ◽  
List Type ◽  
Provision Of Services ◽  
Legislative Decision

The Legislative Decision Making Process is an educational role play for graduate or undergraduate students concerning the political and pressure relationships involved in the political decision-making process. The role play reviews the implications of the decision-making processes upon the provision of services by governmental agencies.The role play engages from twenty to sixty students in a simulated budget-making and lobbying experience and utilizes this experience to teach students:1.The values and pressures considered by bureaucracies and the Legislature in decision-making;2.The relationships which exist between clients, community groups, administrators and politicians;3.The various techniques of Community Organization for lobbying and Legislative influence.The role play consists of various groups of students in roles which include legislators, administrators of three major state departments, two minor state departments, parent groups, Concerned Citizen groups, American Indians disabled individuals and ex-clients.

Establishing Partnerships for Effective Academic Programs

2017 ◽  
Vol 6 (4) ◽  
pp. 384-390 ◽  
Author(s):  
Joanna L. Morrissey ◽  
Joseph A. Beckett ◽  
Ross Sherman ◽  
Lisa J. Leininger
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Undergraduate Students ◽  
Learning Process ◽  
Community Partnerships ◽  
Academic Programs ◽  
Campus Community ◽  
Specific Service ◽  
Internship Programs

As undergraduate students prepare to enter the workforce and become engaged members in their communities, it is necessary for universities to provide students with opportunities and resources to develop the knowledge, skills, and attitudes needed to be successful in their professional, personal, and social pursuits. Experiential learning is one approach that may be used to facilitate and strengthen the learning process for undergraduate students. Grounded in experiential learning, Kinesiology-specific service learning and internship programs can help students develop the skillset needed to be successful in their major and future careers. To best facilitate students’ learning, it is imperative that such academic programs build collaborative, sustainable and genuine campus-community partnerships. This paper presents a series of practical and successful partnership-building strategies from three unique institutions.

scholarly journals Role Play Activities: An Innovative Approach to Teaching Speaking Skills in an ESL Classroom

2020 ◽  
Vol 7 (2) ◽  
pp. 19-36
Author(s):  
Nurhamimi Togimin ◽  
Haliza Jaafar
Keyword(s):  
Undergraduate Students ◽  
Role Play ◽  
Real Life ◽  
Target Language ◽  
Innovative Approach ◽  
Positive Effects ◽  
Real Life Situation ◽  
English Speaking ◽  
Esl Classroom ◽  
Speaking Skills

Encouraging students to speak during classroom activities is an effective strategy to improve their acquisition of the target language. Activities related to real life situation such as role play, debate and simulation provide substantial rehearsal and practice and they allow students to not just learn phrases, but also learn how to communicate in various circumstances. Recent studies have revealed that students who are exposed to learning using role play activities improve significantly in speaking competency. Hence, the aim of this study is to investigate how role play activities in an ESL classroom can be an innovative approach in improving students’ speaking skill. A total of nine undergraduate students from the Faculty of Computing in a public university in the Southern region of Malaysia were involved in this study. The main purpose for choosing the students as participants of the study was due to their low English proficiency based on their MUET results. The instruments used in this study were observation checklist and questionnaire. All the findings were tabulated and analysed qualitatively (observation checklist) as well as quantitatively (questionnaire). From the analysis carried out, it was evident that the students made positive improvement particularly in fluency, comprehension, context, and interactive communication. Besides that, the students felt that role play activities had brought positive effects on their English-speaking skills as obtained from the results of the questionnaire. Thus, it can be deduced that role play activities do have positive effects on students’ English-speaking skills.

scholarly journals Undergraduate biological sciences and biotechnology students’ reflective essays focus on descriptive details of experiential learning experiences

2020 ◽  
Vol 44 (1) ◽  
pp. 99-103
Author(s):  
Patricia A. Halpin ◽  
Ann E. Donahue ◽  
Kathryn M. S. Johnson
Keyword(s):  
Biological Sciences ◽  
Experiential Learning ◽  
Undergraduate Students ◽  
Learning Experiences ◽  
Career Readiness ◽  
Qualitative Assessment ◽  
Learning Gains ◽  
Hands On ◽  
Apprenticeship Model ◽  
Enhance Student Learning

Experiential learning experiences (ELEs), opportunities for students to apply knowledge and skills critically in a hands-on environment, are fundamental to the apprenticeship model of biological and biotechnological sciences. ELEs enhance student-learning gains, increase career readiness, and provide important networking opportunities. However, students do not often recognize the benefits of ELEs. Reflection is a highly effective tool to articulate learning gains and connect new content with established knowledge. Therefore, senior undergraduate students ( n = 23), majoring in biological sciences or biotechnology, wrote required reflective essays about their ELE, in response to an intentionally vague prompt. Qualitative assessment of the reflective essays identified themes present in the reflective essays that typically included descriptions of what students did, with whom they worked, and what they learned during their ELE, but lacked critical analysis or deep reflection about their experience. Differences were also present between different types of ELEs. These results provide a foundation for guiding students to deeper reflection, ultimately resulting in greater benefits from their ELEs. To promote more robust reflection, and, therefore, theoretically enhance learning gains from ELEs, we suggest multiple iterations of reflection, instructor feedback and coaching, and ELE-specific prompts that focus on the placement of ELEs within students’ personal and professional trajectory.

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